Abstract
This paper is concerned with examining a secondary school teacher’s teaching of literature in relation to her underlying cognition. In particular, it will show the interplay of her beliefs systems and her instructional practice. Starting from a brief discussion of what makes up a literature teacher’s beliefs systems, the paper describes one teacher-participant’s instructional practice and beliefs system seen from a particular framework then presents possible implications for teacher training. Part of a larger study based on what current research on teacher education reveals regarding the influences on and the formation of teachers’ instructional practice and their approach to instructional decision-making, the paper similarly subscribes to the idea that improvement of classroom instruction begins with understanding teachers’ conceptions and how these are translated into their classroom practice.
Recommended Citation
Gutierrez, Marianne Rachel C.
(2004)
"Studying Teacher Cognition:
The Interplay of Teacher Beliefs and Instructional Practice,"
Kritika Kultura:
No.
4, Article 4.
DOI: https://doi.org/10.13185/1656-152x.1065
Available at:
https://archium.ateneo.edu/kk/vol1/iss4/4
